National Board's Assignment Analysis

According to the National Board for Professional Teaching Standards (2012) accomplished reading-language arts teachers understand the instruction of literacy includes the intricacy of pedagogy that embodies a universal, an inventive designed to meet the various literacy needs of every student. A substantial number of teachers who undergo the national board candidacy tend to describe it as the best professional development they have ever experienced, even if they fail to achieve national board certification (Hunzicker, 2011). Also, a teacher who did not submit a portfolio to achieve national board certification, or who were enrolled in a master’s degree program in curriculum and instruction, that incorporated the National Board’s standards …show more content…
Research has shown consistently, a positive correlation of years of teaching experience and higher student achievement. However, little evidence, which not consensus that years of teaching experience is determined by the teacher’s assignment throughout the years, subject taught and the number of years a teacher has taught in the same grade level. A teacher’s years of experience in relation to reading instruction revealed in eight recent longitudinal studies and an isolated study of elementary reading found that student achievement is positively correlated to teacher experience (Harris and Sass (2008). Equally, Amrein-Beardley (2005) found that research continuously supports that students learn more from a teacher with relative experience teaching in the classroom. Moreover, significant related gains were made in student’s reading. The implications of years of experience and trained teachers is that they possess abundant, elaborative knowledge that is content area specific beyond novice teachers that focus only on the external features in reading. The implication of teacher with years of experience on reading instruction is teachers are able to transform content knowledge into pedagogy that help them to make a strong connection with the prior knowledge and disposition of their students (Amrein-Beardley, 2005). Therefore, teachers with years of experience can transform their content knowledge to meet the needs of a variety of abilities and backgrounds presented by students. Also, effective reading instruction decisions made during students’ test of reading enable teachers with years of experience to respond to the history of each student, as well as the cues and strategic behaviors used during reading instruction. In addition, teachers with years of experience tend to monitor the way students think during instruction and provide